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EDITORIAL BOARD Journal MANAJERIAL (Jurnal Inovasi Manajemen dan Supervisi Pendidikan) Editor in Chief Dr. Muhamad Suhardi, M.Pd (universitas Pendidikan Mandalika) Journal Editor Dr. Haromain, M.Pd (Universitas Pendidikan Mandalika) Dr. Ismail , M.Pd (Universitas Syiah Kuala) Section Editor Dr. Adisel, M.Pd (UIN Bengkulu) Reviewer/Mitra Bestari Dr. Zainal Abidin, M.Pd (Universitas Hamzanwadi) Dr. Hegar Harini, M.Pd (STKIP Kusuma Negara) Dr. Ahmad Gaudi, M.Pd (STKIP Lubuk Linggau) Lalu Hamdian Afandi, M.Pd ( Universitas Mataram) Nada Nazopah, M.Pd (STIT Al Aziziyah) Copy Editor Lalu Hamdian Afandi, M.Pd Online Journal System: https://www.jurnalp4i.com/index.php/manajerial/index Journal Coresponding e-mail: jurnal.P4I@gmail.com Phone: 085239967417/ 085236615827 Address: Lingkungan Handayani, Kel. Leneng, kec. Praya, Kab. Lombok Tengah, Nusa Tenggara Barat
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INDONESIA
MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan
Published by Pusat Pengembangan Pendidikan dan Penelitian Indonesia
ISSN : 27975592     EISSN : 27975606     DOI : https://doi.org/10.51878/manajerial.v1i2.572
Core Subject : Economy, Education, Social,
Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Other
MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan contains writings/articles on the results of thoughts and research results written by teachers, lecturers, experts, scientists, practitioners, and reviewers in all disciplines related to Education Management and Supervision
Arjuna Subject : Umum - Umum
Articles 378 Documents
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KEPEMIMPINAN DAN MANAJEMEN DALAM PENDIDIKAN ISLAM: ANALISIS DALIL NAQLI TENTANG KEPEMIMPINAN Siti Arifah; Sirli Yuliani; Fitriani Fitriani; Ansori Ansori; Iwan Aprianto
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i3.13156

Abstract

ABSTRACT Leadership is a key factor in ensuring the effectiveness of Islamic educational institutions. In the Islamic perspective, leadership is not merely the ability to manage an organization but also a trust (amanah) that must be exercised based on the values of the Qur'an and Hadith. This study aimed to analyze the concept of leadership in Islamic education from the perspective of naqli (revealed) sources and to identify the leadership values that serve as the foundation for educational leadership and management. This research employed a qualitative approach using a library research method. Data were collected from the Qur'an, Hadith, books, and relevant scientific journal articles and analyzed through content analysis involving data reduction, data presentation, interpretation, and conclusion drawing. The findings reveal that Islamic educational leadership is founded upon five core values: trustworthiness (amanah), justice, consultation (shura), exemplary conduct, and responsibility. These values function not only as ethical principles but also as practical guidelines for educational management, including planning, decision-making, implementation, and evaluation. The study concludes that integrating Qur'anic and Prophetic leadership values into educational management provides a relevant framework for developing professional, ethical, and value-based leadership capable of addressing contemporary educational challenges. ABSTRAK Kepemimpinan merupakan faktor strategis dalam keberhasilan penyelenggaraan pendidikan Islam, tetapi kajian yang mengintegrasikan landasan normatif Al-Qur'an dan Hadis dengan praktik manajemen pendidikan masih terbatas. Penelitian ini bertujuan menganalisis konsep kepemimpinan dalam pendidikan Islam berdasarkan dalil-dalil naqli serta mengidentifikasi nilai-nilai kepemimpinan yang terkandung di dalamnya sebagai landasan pengembangan kepemimpinan dan manajemen pendidikan Islam. Penelitian menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research). Data diperoleh dari Al-Qur'an, Hadis, buku, artikel jurnal, dan literatur relevan, kemudian dianalisis menggunakan teknik content analysis. Hasil penelitian menunjukkan bahwa kepemimpinan pendidikan Islam berlandaskan lima nilai utama, yaitu amanah, keadilan, musyawarah, keteladanan, dan tanggung jawab. Kelima nilai tersebut tidak hanya memiliki dimensi normatif, tetapi juga terintegrasi dengan fungsi perencanaan, pengorganisasian, pengambilan keputusan, pelaksanaan program, dan evaluasi dalam manajemen pendidikan. Penelitian ini menyimpulkan bahwa integrasi nilai-nilai kepemimpinan berbasis dalil naqli dengan fungsi manajemen pendidikan memberikan landasan konseptual bagi pengembangan kepemimpinan pendidikan Islam yang profesional, berintegritas, dan adaptif terhadap tantangan pendidikan kontemporer.
MANAJEMEN KONFLIK DALAM PENMANAJEMEN KONFLIK DALAM PENDIDIKAN ISLAM MULTIKULTURAL: INTEGRASI PENDEKATAN MODERN DAN NILAI-NILAI ISLAM DIDIKAN ISLAM MULTIKULTURAL: INTEGRASI PENDEKATAN MODERN DAN NILAI-NILAI ISLAM Dedi Hendriyanto; H. Naswin; M. Zakaria; Ansori Ansori; Iwan Aprianto
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i3.13157

Abstract

ABSTRACT The cultural, ethnic, linguistic, and religious diversity within multicultural Islamic educational institutions has the potential to generate conflicts that may affect the effectiveness of educational management. However, conflict should not merely be viewed as a negative phenomenon but also as an opportunity for organizational learning and improvement when managed appropriately. This article aims to analyze the concept of conflict management in multicultural Islamic education, identify the forms and sources of conflict, examine conflict management strategies through the integration of modern management approaches and Islamic values, and explain the role of leadership in fostering an inclusive, harmonious, and sustainable educational environment. This study employed a qualitative approach using a Systematic Literature Review (SLR) based on library research. Relevant literature was selected according to predetermined inclusion criteria and analyzed using content analysis techniques. The findings indicate that conflicts in multicultural Islamic education primarily arise from differences in values, culture, communication, interests, organizational structure, and religious understanding. Effective conflict management requires the integration of modern management strategies with Islamic values, including shura (consultation), tabayyun (verification), tasamuh (tolerance), ishlah (reconciliation), and 'adl (justice), supported by inclusive leadership and multicultural education. The study concludes that the synergy between multicultural education, Islamic values, and inclusive leadership forms a comprehensive conceptual framework for conflict management that promotes a culture of peace and enhances the quality of Islamic educational institutions. ABSTRAK Keberagaman budaya, etnis, bahasa, dan pemahaman keagamaan dalam lembaga pendidikan Islam multikultural berpotensi memunculkan konflik yang memengaruhi efektivitas penyelenggaraan pendidikan. Konflik tidak selalu bersifat negatif, tetapi dapat menjadi sarana pembelajaran organisasi apabila dikelola secara tepat. Artikel ini bertujuan menganalisis konsep manajemen konflik dalam pendidikan Islam multikultural, mengidentifikasi bentuk dan sumber konflik, mengkaji strategi pengelolaan konflik melalui integrasi pendekatan manajemen modern dengan nilai-nilai Islam, serta menjelaskan peran kepemimpinan dalam menciptakan lingkungan pendidikan yang inklusif, harmonis, dan berkelanjutan. Penelitian menggunakan pendekatan kualitatif dengan metode Systematic Literature Review (SLR) melalui studi kepustakaan. Literatur yang relevan diseleksi berdasarkan kriteria inklusi dan dianalisis menggunakan teknik content analysis. Hasil penelitian menunjukkan bahwa konflik dalam pendidikan Islam multikultural terutama dipengaruhi oleh perbedaan nilai, budaya, komunikasi, kepentingan, struktur organisasi, dan pemahaman keagamaan. Pengelolaan konflik yang efektif memerlukan integrasi strategi manajemen modern dengan nilai-nilai Islam, seperti syura, tabayyun, tasamuh, ishlah, dan 'adl, yang diperkuat melalui kepemimpinan inklusif serta pendidikan multikultural. Penelitian ini menyimpulkan bahwa sinergi antara pendidikan multikultural, nilai-nilai Islam, dan kepemimpinan inklusif membentuk kerangka konseptual yang komprehensif dalam manajemen konflik sehingga mampu mendukung terciptanya budaya damai dan meningkatkan kualitas penyelenggaraan pendidikan Islam.
KEPEMIMPINAN PENDIDIKAN ISLAM PERSPEKTIF SUKU Widya Hastuti; Siti Munawwaroh; Feni Husnul Fatimah; Ansori Ansori; Iwan Aprianto
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i3.13158

Abstract

ABSTRACT Islamic educational leadership plays a crucial role in directing and managing educational institutions to achieve educational goals oriented toward the intellectual, moral, and spiritual development of learners. Within Indonesia's multicultural society, leadership practices in Islamic education are influenced by cultural values and local wisdom embedded in diverse ethnic communities. This study aims to analyze the concept of Islamic educational leadership from an ethnic perspective, identify the forms of integration between Islamic values and local cultural values, and explain their implications for the administration of Islamic educational institutions. This study employed a qualitative approach using the library research method. Data were collected from books, scientific journal articles, research reports, and other relevant academic documents, and were analyzed using content analysis through the stages of data reduction, data presentation, interpretation, and conclusion drawing. The findings reveal that Islamic leadership principles, including trustworthiness (amanah), justice, consultation (shura), exemplary conduct, and responsibility, are closely aligned with the leadership values found in various Indonesian ethnic traditions, such as mutual cooperation (gotong royong), social solidarity, togetherness, and respect for customary traditions. The integration of these values produces a conceptual leadership model that is religious, contextual, participatory, and adaptive to multicultural communities. This study concludes that Islamic educational leadership based on an ethnic perspective has the potential to strengthen character education, enhance the effectiveness of educational governance, and serve as an alternative leadership model that preserves both Islamic values and local wisdom in the face of globalization. ABSTRAK Kepemimpinan pendidikan Islam memiliki peran penting dalam mengarahkan dan mengelola lembaga pendidikan untuk mencapai tujuan pendidikan yang berorientasi pada pengembangan intelektual, moral, dan spiritual peserta didik. Dalam masyarakat Indonesia yang multikultural, praktik kepemimpinan pendidikan dipengaruhi oleh nilai-nilai budaya dan kearifan lokal yang berkembang dalam berbagai kelompok suku. Penelitian ini bertujuan menganalisis konsep kepemimpinan pendidikan Islam dalam perspektif suku, mengidentifikasi bentuk integrasi nilai-nilai Islam dengan budaya lokal, serta menjelaskan implikasinya bagi penyelenggaraan lembaga pendidikan Islam. Penelitian menggunakan pendekatan kualitatif dengan metode library research. Data diperoleh dari buku, artikel jurnal ilmiah, hasil penelitian, dan dokumen akademik yang relevan, kemudian dianalisis menggunakan teknik content analysis melalui tahapan reduksi data, penyajian data, interpretasi, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa prinsip kepemimpinan Islam, seperti amanah, keadilan, musyawarah, keteladanan, dan tanggung jawab, memiliki keselarasan dengan nilai-nilai kepemimpinan berbagai suku di Indonesia, seperti gotong royong, solidaritas, kebersamaan, dan penghormatan terhadap adat. Integrasi tersebut menghasilkan model konseptual kepemimpinan yang religius, kontekstual, partisipatif, dan adaptif terhadap masyarakat multikultural. Penelitian ini menyimpulkan bahwa kepemimpinan pendidikan Islam berbasis perspektif suku berpotensi memperkuat pendidikan karakter, meningkatkan efektivitas pengelolaan lembaga pendidikan, serta menjadi alternatif pengembangan kepemimpinan yang mampu menjaga nilai-nilai keislaman dan kearifan lokal di tengah tantangan globalisasi.
KEPEMIMPINAN PENDIDIKAN ISLAM PERSPEKTIF HUMANIS Nur Alip; Fina Ayu Madaliah; Ansori Ansori; Iwan Aprianto
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i3.13159

Abstract

ABSTRACT Islamic educational leadership plays a strategic role in directing and managing educational institutions to achieve educational goals while fostering students' character based on Islamic values. Amid globalization and increasingly complex social changes, educational leadership is expected to promote not only academic achievement but also humanistic values that support holistic human development. This study aims to analyze the concept of Islamic educational leadership from a humanistic perspective, identify the humanistic values relevant to Islamic educational leadership, and explain their implementation in educational management. This study employed a qualitative approach using a library research method. Data were collected from secondary sources and analyzed using content analysis. The findings reveal that Islamic educational leadership from a humanistic perspective integrates the values of amanah (trustworthiness), justice, exemplary conduct, consultation (shūrā), empathy, and respect for human dignity into a leadership model encompassing spiritual, moral, social, personal, and human resource development dimensions. The implementation of this model fosters an inclusive, participatory, and democratic educational environment while promoting character formation and the holistic development of students. The integration of Islamic and humanistic values provides a conceptual foundation for developing adaptive, equitable, and relevant educational leadership to address contemporary educational challenges. ABSTRAK Kepemimpinan pendidikan Islam memiliki peran strategis dalam mengarahkan dan mengelola lembaga pendidikan untuk mencapai tujuan pendidikan sekaligus membentuk karakter peserta didik berdasarkan nilai-nilai Islam. Di tengah perkembangan globalisasi dan perubahan sosial yang kompleks, kepemimpinan pendidikan dituntut tidak hanya berorientasi pada pencapaian akademik, tetapi juga pada pengembangan nilai-nilai kemanusiaan. Penelitian ini bertujuan menganalisis konsep kepemimpinan pendidikan Islam dalam perspektif humanis, mengidentifikasi nilai-nilai humanisme yang relevan, serta menjelaskan implementasinya dalam pengelolaan lembaga pendidikan. Penelitian menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research). Data diperoleh dari berbagai sumber sekunder dan dianalisis menggunakan teknik content analysis. Hasil penelitian menunjukkan bahwa kepemimpinan pendidikan Islam perspektif humanis mengintegrasikan nilai amanah, keadilan, keteladanan, musyawarah, empati, dan penghormatan terhadap martabat manusia dalam model kepemimpinan yang mencakup dimensi spiritual, moral, sosial, personal, dan pengembangan sumber daya manusia. Implementasi model tersebut menciptakan lingkungan pendidikan yang inklusif, partisipatif, demokratis, serta mendukung pembentukan karakter dan pengembangan potensi peserta didik secara holistik. Integrasi nilai-nilai keislaman dan humanisme menjadi landasan konseptual bagi pengembangan kepemimpinan pendidikan yang adaptif, berkeadilan, dan relevan menghadapi tantangan pendidikan modern.
SISTEM PENGELOLAAN KELAS DI TK NU INEN LEMO, DESA BELEKE DAYE, KECAMATAN PRAYA TIMUR, LOMBOK TENGAH Muhamad Supriadi
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i3.14362

Abstract

Classroom management in early childhood education involves not only managing children’s behavior but also organizing learning activities, classroom environments, routines, and interactions among teachers, children, and parents. However, empirical studies on classroom management in faith-based kindergartens, particularly in rural settings, remain limited. This study aimed to describe the classroom management system implemented at TK NU Inen Lemo, Beleke Daye Village, Praya Timur District, Central Lombok. The study employed a qualitative approach with a case-study design. Informants were selected purposively based on their involvement in planning, implementing, and evaluating learning activities. Data were collected through observation, semi-structured interviews, and documentation. The data were analyzed through data condensation, data display, and conclusion drawing, while data credibility was strengthened through source and technique triangulation. The findings showed that classroom management was implemented through daily activity planning, simple classroom rules and positive reinforcement, arrangement of indoor and outdoor play facilities, integration of short Qur’anic chapter memorization with play and singing activities, communication with parents regarding children’s development, and weekly teacher evaluation. Consistent routines and positive reinforcement helped maintain order during learning activities, particularly during transitions. The religious component was delivered through short, repetitive, and enjoyable activities suited to children’s developmental characteristics. These findings indicate that planned, collaborative, and context-sensitive classroom management can support orderly learning and children’s engagement in faith-based early childhood education institutions. ABSTRAK Pengelolaan kelas pada pendidikan anak usia dini tidak hanya berkaitan dengan pengendalian perilaku anak, tetapi juga mencakup pengaturan kegiatan, lingkungan belajar, rutinitas, serta interaksi antara guru, anak, dan orang tua. Namun, kajian empiris mengenai pengelolaan kelas pada taman kanak-kanak berbasis pesantren, khususnya di wilayah pedesaan, masih terbatas. Penelitian ini bertujuan mendeskripsikan sistem pengelolaan kelas di TK NU Inen Lemo, Desa Beleke Daye, Kecamatan Praya Timur, Lombok Tengah. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Informan dipilih secara purposif berdasarkan keterlibatan mereka dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi. Analisis data dilakukan melalui kondensasi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperkuat melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa pengelolaan kelas dilaksanakan melalui perencanaan kegiatan harian, penerapan aturan sederhana dan penguatan positif, penataan sarana bermain di dalam dan di luar kelas, integrasi hafalan surat pendek dengan kegiatan bermain dan bernyanyi, komunikasi perkembangan anak dengan orang tua, serta evaluasi mingguan guru. Rutinitas yang konsisten dan penguatan positif membantu menjaga keteraturan selama pembelajaran, terutama pada saat transisi kegiatan. Muatan pesantren diterapkan melalui kegiatan singkat, berulang, dan menyenangkan agar sesuai dengan karakteristik perkembangan anak. Temuan ini menegaskan bahwa pengelolaan kelas yang terencana, kolaboratif, dan kontekstual dapat mendukung keteraturan pembelajaran serta keterlibatan anak pada lembaga pendidikan anak usia dini berbasis keagamaan.
OPTIMALISASI SUPERVISI PENDIDIKAN DALAM PENGEMBANGAN PROFESIONALISME GURU: STUDI PUSTAKA Munawir Munawir; Syaikhurridlo Firmansyah; Siti Wahidatussolehah; Zakiya Alyssa Azzahra
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i3.14555

Abstract

Educational supervision is a strategic instrument in ensuring learning quality, yet its implementation often remains confined to administrative formalities. This study aims to conceptually analyze the paradigm, approaches, and optimization strategies of educational supervision in supporting teachers' professional development. The method used is library research by examining 15 reputable national and international journal articles published from 2020 to 2026. Data analysis was conducted using qualitative descriptive techniques involving data reduction, thematic classification, and conceptual synthesis. The results indicate that supervision has shifted from an inspective-hierarchical model toward partnership-based, collaborative, and reflective professional guidance. The optimization of educational supervision relies on integrating four core components: enhancing supervisor competence, implementing collaborative-reflective models, utilizing digital technology, and establishing structured follow-up mechanisms. The implications highlight the necessity of transforming the supervisor's role from an administrative evaluator into a supportive facilitator and advocate for teachers' continuous professional growth. ABSTRAK Supervisi pendidikan merupakan instrumen strategis dalam penjaminan mutu pembelajaran, namun pelaksanaannya masih sering terjebak pada formalitas administratif. Penelitian ini bertujuan mengkaji secara konseptual paradigma, pendekatan, serta strategi optimalisasi supervisi pendidikan dalam mendukung pengembangan profesionalitas guru. Metode yang digunakan adalah studi kepustakaan (library research) dengan menganalisis 15 artikel jurnal nasional dan internasional bereputasi terbitan tahun 2020 hingga 2026. Analisis data dilakukan secara deskriptif kualitatif melalui tahapan reduksi, klasifikasi tematik, dan sintesis konseptual. Hasil penelitian menunjukkan bahwa supervisi telah mengalami pergeseran paradigma dari model inspektif-hierarkis menuju pembinaan profesional yang berbasis kemitraan, kolaboratif, dan reflektif. Optimalisasi supervisi pendidikan bergantung pada keterpaduan empat komponen utama, yaitu peningkatan kompetensi supervisor, penerapan model kolaboratif-reflektif, pemanfaatan teknologi digital, serta penyediaan mekanisme tindak lanjut yang terstruktur. Implikasi penelitian ini menegaskan pentingnya mentransformasi peran supervisor dari penilai administratif menjadi fasilitator dan advokat pertumbuhan profesional guru yang berkelanjutan secara holistik.    
EFEKTIVITAS KOMPETENSI GURU TERHADAP PELAKSANAAN KURIKULUM MERDEKA DI SMP Marlena Lahagu; Arianto Lahagu; Asali Lase; Eka Septianti Laoli
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i3.15453

Abstract

The implementation of the Merdeka Curriculum requires teachers to possess adequate competencies to plan, implement, and evaluate learning according to students' needs. This study aims to examine teacher competence, the implementation of the Merdeka Curriculum, and the relationship between teacher competence and Merdeka Curriculum implementation at SMP Negeri 1 Alasa. This study employed a quantitative approach with a descriptive correlational method. The respondents consisted of 50 teachers selected through total sampling. Data were collected using a five-point Likert-scale questionnaire consisting of 40 statements. Following the validity test, 14 items were retained for the teacher competence variable and 8 items for the Merdeka Curriculum implementation variable. Data analysis included descriptive statistics, validity and reliability tests, normality testing, Spearman's rho correlation, and simple linear regression. The results showed a positive and significant relationship between teacher competence and Merdeka Curriculum implementation, with a correlation coefficient of 0.593 and a significance value of <0.001. The regression analysis produced an R² value of 0.268, indicating that teacher competence explained 26.8% of the variation in Merdeka Curriculum implementation, while the remaining 73.2% was associated with other factors outside the model. These findings indicate that teacher competence is one factor associated with Merdeka Curriculum implementation, while optimal implementation also requires school support, facilities, technology, professional development, and a supportive learning environment. ABSTRAK Implementasi Kurikulum Merdeka menuntut guru memiliki kompetensi yang memadai dalam merencanakan, melaksanakan, dan mengevaluasi pembelajaran sesuai dengan kebutuhan peserta didik. Penelitian ini bertujuan untuk mengetahui kondisi kompetensi guru, pelaksanaan Kurikulum Merdeka, serta hubungan kompetensi guru dengan pelaksanaan Kurikulum Merdeka di SMP Negeri 1 Alasa. Penelitian menggunakan pendekatan kuantitatif dengan metode deskriptif korelasional. Responden penelitian berjumlah 50 guru yang ditentukan melalui teknik total sampling. Data dikumpulkan menggunakan kuesioner skala Likert yang terdiri atas 40 butir pernyataan. Setelah dilakukan uji validitas, diperoleh 14 butir valid untuk variabel kompetensi guru dan 8 butir valid untuk variabel pelaksanaan Kurikulum Merdeka. Analisis data meliputi statistik deskriptif, uji validitas, reliabilitas, normalitas, korelasi Spearman's rho, dan regresi linear sederhana. Hasil penelitian menunjukkan bahwa kompetensi guru memiliki hubungan positif dan signifikan dengan pelaksanaan Kurikulum Merdeka, dengan koefisien korelasi sebesar 0,593 dan signifikansi <0,001. Analisis regresi menunjukkan nilai R² sebesar 0,268, yang berarti kompetensi guru menjelaskan 26,8% variasi pelaksanaan Kurikulum Merdeka, sedangkan 73,2% berkaitan dengan faktor lain di luar model. Temuan ini menunjukkan bahwa kompetensi guru merupakan salah satu faktor yang berkaitan dengan pelaksanaan Kurikulum Merdeka, tetapi optimalisasi implementasi kurikulum juga memerlukan dukungan sekolah, fasilitas, teknologi, pelatihan, dan lingkungan pembelajaran.
IMPLEMENTASI SUPERVISI AKADEMIK KEPALA SEKOLAH DALAM PENGEMBANGAN PROFESIONALISME GURU DI SMK AL-FARABI Qonita Qonita; Setia Budi; Heri Dermawan
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i3.15078

Abstract

Teacher professionalism is an important factor in supporting the quality of the learning process, requiring systematic and continuous professional development. Academic supervision conducted by school principals is an important strategy for providing guidance, feedback, and professional development based on teachers’ needs. This study aims to examine the implementation of academic supervision by the school principal and identify the supporting and inhibiting factors in supporting teacher professional development at SMK Al-Farabi. This study employed a descriptive qualitative approach with a case study design. The research subjects consisted of the school principal and five teachers selected through purposive sampling. Data were collected through observation, interviews, and documentation, and analyzed through data condensation, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings indicate that academic supervision at SMK Al-Farabi was implemented through four stages: planning, implementation, evaluation, and follow-up. The planning stage involved evaluating previous supervision programs, developing supervision programs and schedules, and preparing supervision instruments. The implementation stage consisted of pre-observation, classroom observation, and post-observation involving feedback. The evaluation stage involved analyzing supervision results as a basis for determining follow-up activities, including individual guidance, Subject Teacher Forums (MGMP), workshops, training, and seminars according to teachers’ needs. Supporting factors included effective communication and collaboration between the principal and teachers, teachers’ openness to professional guidance, and adequate facilities and infrastructure. Meanwhile, the inhibiting factors included the principal’s limited time, the need to adjust supervision schedules to school activities, and anxiety experienced by some teachers during supervision. The study concludes that academic supervision implemented in a planned, collaborative, and continuous manner can support teacher professional development through guidance and follow-up activities tailored to teachers’ needs. ABSTRAK Profesionalisme guru merupakan salah satu faktor penting dalam mendukung kualitas proses pembelajaran, sehingga diperlukan pembinaan yang dilakukan secara sistematis dan berkelanjutan. Supervisi akademik kepala sekolah menjadi salah satu strategi penting untuk memberikan pendampingan, umpan balik, dan pembinaan kepada guru sesuai dengan kebutuhan pengembangan kompetensinya. Penelitian ini bertujuan untuk mengetahui implementasi supervisi akademik kepala sekolah serta faktor pendukung dan penghambatnya dalam mendukung pengembangan profesionalisme guru di SMK Al-Farabi. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan desain studi kasus. Subjek penelitian terdiri atas kepala sekolah dan lima orang guru yang dipilih melalui purposive sampling. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui tahapan kondensasi data, penyajian data, dan penarikan kesimpulan dengan keabsahan data melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa implementasi supervisi akademik dilaksanakan melalui tahapan perencanaan, pelaksanaan, evaluasi, dan tindak lanjut. Perencanaan dilakukan melalui evaluasi program sebelumnya, penyusunan program dan jadwal supervisi, serta penyiapan instrumen. Pelaksanaan meliputi pra-observasi, observasi pembelajaran di kelas, dan pasca-observasi berupa pemberian umpan balik. Evaluasi dilakukan dengan menganalisis hasil supervisi sebagai dasar penentuan tindak lanjut berupa pembinaan, MGMP, workshop, pelatihan, dan seminar sesuai kebutuhan guru. Faktor pendukung meliputi komunikasi dan kerja sama yang baik antara kepala sekolah dan guru, keterbukaan guru terhadap pembinaan, serta ketersediaan sarana dan prasarana. Adapun faktor penghambat meliputi keterbatasan waktu kepala sekolah, penyesuaian jadwal dengan agenda sekolah, dan rasa tegang sebagian guru ketika mengikuti supervisi. Penelitian ini menyimpulkan bahwa supervisi akademik yang dilaksanakan secara terencana, kolaboratif, dan berkelanjutan dapat mendukung pengembangan profesionalisme guru melalui proses pembinaan dan tindak lanjut yang disesuaikan dengan kebutuhan guru.

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